Matching Items (4)
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- All Subjects: Honors
- All Subjects: Student Teaching
- Creators: Borden, Ryen
- Creators: Besken Ergisi, Meral
Description
Mentor teachers have a significant impact on pre-service teachers. Unfortunately, mentors are often underprepared for their role, and thus, the potential learning from a student teaching experience is not maximized. Mary Lou Fulton Teachers College at Arizona State University provides training to mentors who host pre-service teachers during their student teaching experience. Training is delivered in two formats: online prior to the start of the semester and face-to-face each month throughout the semester. This action research study looked at how training contributes to mentor understanding and actions in supporting teacher candidates and how mentor support impacts teacher candidate performance. The study included two mentor/teacher candidate dyads and one university site coordinator. Qualitative and quantitative data were collected from a variety of sources including observations of mentor trainings, teacher candidate lessons, and coaching conversations. Additional data sources included semi-structured interviews with mentors, teacher candidates, and the site coordinator. Analysis of data found that training may contribute to mentor understanding, but other factors matter too. The data also indicated that current training is insufficient at producing all desired mentor behaviors. With respect to the ways that mentors support teacher candidates, this study found that mentors play a multifaceted role, provide ongoing feedback, and employ various strategies during coaching conversations. This study found mentors help teacher candidates see their performance through the eyes of an experienced educator. Modeling and coaching helped teacher candidates improve. This study also suggests a positive, professional relationship between mentor/mentee and certain teacher candidate characteristics such as openness to feedback facilitate learning from a mentor.
ContributorsBorden, Ryen (Author) / Carlson, David (Thesis advisor) / Barnard, Wendy (Committee member) / Rojas, Michelle (Committee member) / Arizona State University (Publisher)
Created2014
Description
Despite the vast research and attention given to education, little is known about teacher preparation to raise the quality of education for the honors students. There is an apparent disconnect from the honors students at Arizona State University and the education major. This study uncovers the perspective of the honors students who are majoring in education. Qualitative data was collected using one-on-one interviews. Results showed that all seven interviewed subjects were not satisfied with the education they were receiving as an honors education major.
ContributorsHan, In-Hye (Author) / Jimenez-Silva, Margarita (Thesis director) / Lambson, Dawn (Committee member) / Borden, Ryen (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
This thesis is a two-part theatre and literature project on The Importance of Being Earnest by Oscar Wilde. The research component will consist of gathering information from the origins of this play in writing and in production to further understand my knowledge of the time it was written in and how it has been interpreted over the years. The theatrical elements will come as I direct and produce my own production of the play, and compare my research of Wilde's play and past productions to my own directorial decisions in attempt to make a successful student performed play.
ContributorsMarnick, Courtney Melissa (Author) / Miller, April (Thesis director) / Brown, Dori (Committee member) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Arizona State University's (ASU) teacher education program has been restructured several times in the last two decades to train teachers to teach children more effectively by responding to their individual needs and learning demands. One of the reasons for restructuring was to respond to new licensing requirements by the State. To serve young children's needs, the state of Arizona required individuals working with young children to obtain either early childhood licensing or endorsement by January, 2009. Responding to these new requirements, ASU now requires student teaching in a preschool setting in addition to the existing Kindergarten to third grade student teaching and internship requirements. This study addressed the question of teacher preparation and self-efficacy based on this newly restructured teaching model used in the ASU Tempe teacher education program. The following questions guided this study: 1) What effects do beginning teachers perceive that their split-student teaching experiences have on their experience as a new teacher; 2) How do beginning teachers' prior schooling, educational, and personal background influence their current teaching; and 3) What role does home, family, and collegial support play as beginning teachers start their teaching career? A qualitative case study research method was utilized in this study. Two face-to-face, in-depth individual interviews and one focus group interview with three second-year and two third-year beginning teachers were utilized to understand their experiences in the program and in their beginning years of teaching. An analysis of interview data revealed beginning teachers' student teaching experiences partially fulfilled their need of having adequate in-classroom experience before starting their teaching careers; yet they highlighted some suggestions for student teaching assignments to better prepare prospective teacher candidates in the program. Moreover, they expressed both satisfaction and dissatisfaction toward courses taken in the program. Their statements also emphasized the importance of having effective mentorship in their student teaching and first year of teaching. Support from administration, experienced colleagues, friends, and family members were also acknowledged as highly valuable as they struggled with issues in their beginning career.
ContributorsBesken Ergisi, Meral (Author) / Swadener, Beth Blue (Thesis advisor) / Enz, Billie (Committee member) / Pany, Darlene (Committee member) / Arizona State University (Publisher)
Created2010